Independent Reports

Independent researchers who studied KIPP have reported that students make significant academic gains while at KIPP schools. Several independent reports also identify areas for development for KIPP schools.

Current Studies in Progress

Our major external evaluation effort, the National Evaluation of KIPP Middle Schools,
released its first report on June 22, 2010. In November 2007,
Mathematica Policy Research was selected to conduct a longitudinal
evaluation of KIPP's impact on middle school students. This rigorous
study delivers information about both academic and non-academic
outcomes. Findings from the National Evaluation will help KIPP identify
opportunities for program improvement and to share knowledge and will be
used to share insights with the broader education community. The second
report will be completed in late 2012.

Completed Reports

Key findings: "The results show overall gains of 0.35 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn. LEP students, special education students, and those with low baseline scores benefit more from time spent at KIPP than do other students."

The Center for Social Organization of Schools, Johns Hopkins University. June, 2007.

Key findings: "Even when pre-existing differences between KIPP and comparison students are controlled in statistical analyses, KIPP students generally outperformed comparison school students on achievement measures."

Key findings: "Students attending Bay Area KIPP schools score consistently higher on standardized tests than for comparable public neighborhood schools across grades and subjects - in a few cases dramatically so."

Key findings: "The Knowledge Is Power Program has posted large and significant gains on a nationally norm-referenced standardized test. This performance is true across schools and throughout the nation. The fact that KIPP fifth grade cohorts showed a dramatic increase well above normal growth rates in reading, language, and mathematics is laudable and worthy of continued investigation and practice."

Center for Research in Educational Policy, University of Memphis. January, 2005.

Key findings: "These results are clearly suggestive of positive KIPP DIAMOND Academy effects in year two, especially in view of the doubling of school size and special unanticipated challenges faced during the year."

Key findings: "The results of this evaluation provide evidence that students' test scores improved at impressive rates after their enrollment in the KIPP schools. Of critical importance, these gains were reflected across demographic subgroups and exceeded those achieved by these same students in the year prior to their enrollment."

KIPP uses the following four criteria for including reports/studies on this website:

The report is written by a researcher or team of researchers independent from KIPP;

The report uses original data drawn from quantitative and/or qualitative research in KIPP schools;